Classroom Emotional Climate and School Burnout in Secondary School Students: A Hierarchical Regression Model

Year 2023, , 113 - 129, 30.11.2023

Mete Sipahioğlu , Abdullah Manap , Ümit Dilekçi , Murat Yıldırım

https://doi.org/10.30613/curesosc.1361793

Cited By: 3

Abstract

This study aims to examine the relationship between gender, grade level, classroom emotional climate and school burnout levels of secondary school students. Using a correlational research design, data were collected by random sampling method in this study. The study included a sample of 404 students enrolled in secondary schools located in Batman city, Turkey. Personal information form, Classroom Emotional Climate Scale and Elementary School Student Burnout Scale for Grades 6-8 were used as data collection tools. Descriptive statistics, Pearson correlation coefficient and hierarchical regression analyses were used to analyse the data. The findings showed that there were significant negative correlations between the positive classroom emotional climate and school burnout and significant positive correlations between the negative classroom emotional climate and school burnout. Also, the findings obtained from the hierarchical regression analysis revealed that both positive and negative classroom emotional climate significantly predicted school burnout even after controlling for the potential effects of gender and grade level. These results suggest that interventions that focus on increasing the positive classroom emotional climate and simultaneously reducing the negative classroom emotional climate may effectively reduce school burnout among adolescents despite gender and grade level differences.

Keywords

Positive Emotional Climate, Adverse Emotional Climate, School Burnout, Secondary Students

Ethical Statement

All study procedures involving human participants followed institutional and/or national research committee ethical standards and the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Ethical approval was also received from the Batman University Ethics Board.

Ortaokul Öğrencilerinde Sınıf Duygusal İklimi ve Okul Tükenmişliği: Bir Hiyerarşik Regresyon Modeli

Abstract

Bu çalışmanın amacı, ortaokul öğrencilerinin cinsiyet, sınıf düzeyi, sınıf duygusal iklimi ve okul tükenmişlik düzeyleri arasındaki ilişkiyi incelemektir. İlişkisel araştırma deseniyle tasarlanan bu çalışmada veriler tesadüfi örnekleme yöntemiyle toplanmıştır. Araştırmanın örneklemini Batman ilinde (Türkiye) ortaokullarda öğrenim gören 404 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak kişisel bilgi formu, Sınıf Duygusal İklimi Ölçeği ve İlköğretim 6-8. Sınıflar İçin Öğrenci Tükenmişlik Ölçeği kullanılmıştır. Verilerin analizinde tanımlayıcı istatistikler, Pearson korelasyon katsayısı ve hiyerarşik regresyon analizlerinden yararlanılmıştır. Elde edilen bulgulara göre sınıfın olumlu duygusal iklimi ile okul tükenmişliği arasında negatif yönde; sınıfın olumsuz duygusal iklimi ile okul tükenmişliği arasında ise pozitif yönde anlamlı ilişkiler olduğu saptanmıştır. Ayrıca hiyerarşik regresyon analizinden elde edilen bulgular, cinsiyet ve sınıf düzeyinin potansiyel etkileri hesaba katıldıktan sonra bile hem olumlu hem de olumsuz sınıf duygusal ikliminin okul tükenmişliğini önemli ölçüde yordadığını ortaya koymuştur. Bu sonuçlar sınıfın olumlu duygusal iklimini artırmaya ve aynı zamanda sınıfın olumsuz duygusal iklimini azaltmaya odaklanan müdahalelerin, cinsiyet ve sınıf düzeyi farklılıklarına rağmen ergenler arasında okul tükenmişliğini azaltmada etkili olabileceğini göstermektedir.

Keywords

Olumlu Duygusal İklim, Olumsuz Duygusal İklim, Okul Tükenmişliği, Ortaokul Öğrencileri

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